Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education最新文献

Developing a pedagogical framework for designing a multisensory serious gaming environment 开发设计多感官严肃游戏环境的教学框架

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139517

S. Price, S. Duffy, M. Gori

{"title":"Developing a pedagogical framework for designing a multisensory serious gaming environment","authors":"S. Price, S. Duffy, M. Gori","doi":"10.1145/3139513.3139517","DOIUrl":"https://doi.org/10.1145/3139513.3139517","url":null,"abstract":"The importance of multisensory interaction for learning has increased with improved understanding of children’s sensory development, and a flourishing interest in embodied cognition. The potential to foster new forms of multisensory interaction through various sensor, mobile and haptic technologies is promising in providing new ways for young children to engage with key mathematical concepts. However, designing effective learning environments for real world classrooms is challenging, and requires a pedagogically, rather than technologically, driven approach to design. This paper describes initial work underpinning the development of a pedagogical framework, intended to inform the design of a multisensory serious gaming environment. It identifies the theoretical basis of the framework, illustrates how this informs teaching strategies, and outlines key technology research driven perspectives and considerations important for informing design. An initial table mapping mathematical concepts to design, a framework of considerations for design, and a process model of how the framework will continue to be developed across the design process are provided.","PeriodicalId":441030,"journal":{"name":"Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125470606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Automatic generation of actionable feedback towards improving social competency in job interviews 自动生成可操作的反馈，以提高工作面试中的社会能力

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139515

S. Nambiar, Rahul Das, Sowmya Rasipuram, D. Jayagopi

{"title":"Automatic generation of actionable feedback towards improving social competency in job interviews","authors":"S. Nambiar, Rahul Das, Sowmya Rasipuram, D. Jayagopi","doi":"10.1145/3139513.3139515","DOIUrl":"https://doi.org/10.1145/3139513.3139515","url":null,"abstract":"Soft skill assessment is a vital aspect of a job interview process as these qualities are indicative of the candidates compatibility in the work environment, their negotiation skills, client interaction prowess and leadership flair among other factors. The rise in popularity of asynchronous video based job interviews has created the need for a scalable solution to gauge candidate performance and hence we turn to automation. In this research, we aim to build a system that automatically provides a summative feedback to candidates at the end of an interview. Most feedback system predicts values of social indicators and communication cues, leaving the interpretation open to the user. Our system directly predicts an actionable feedback that leaves the candidate with a tangible take away at the end of the interview. We approached placement trainers and made a list of most common feedback that is given during training and we attempt to predict them directly. Towards this front,we captured data from over 145 participants in an interview like environment. Designing intelligent training environments for job interview preparation using a video data corpus is a demanding task due to its complex correlations and multimodal interactions. We used several state-of-the-art machine learning algorithms with manual annotation as ground truth. The predictive models were built with a focus on nonverbal communication cues so as to reduce the task of addressing the challenges faced in spoken language understanding and task modelling. We extracted audio and lexical features and our findings indicate a stronger correlation to audio and prosodic features in candidate assessment.Our best results gave an accuracy of 95% when the baseline accuracy was 77%.","PeriodicalId":441030,"journal":{"name":"Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130168703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Evaluation of audio-based feedback technologies for bow learning technique in violin beginners 基于音频的反馈技术对小提琴初学者弓弦学习技术的评价

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139520

A. Blanco, R. Ramírez

{"title":"Evaluation of audio-based feedback technologies for bow learning technique in violin beginners","authors":"A. Blanco, R. Ramírez","doi":"10.1145/3139513.3139520","DOIUrl":"https://doi.org/10.1145/3139513.3139520","url":null,"abstract":"We present a study of the effects of feedback technologies on the learning process of novice violin students. Twenty-one subjects participated in our experiment, divided into two groups: Beginners (participants with no prior violin playing experience, N=14), and experts (participants with more than 6 years of violin playing experience, N=7). The beginners group was further divided into two: a group of beginners learning with Youtube videos (N=7), and a group of beginners with additional feedback related to the quality of their performance (N=7). Participants were asked to perform a violin exercise during 21 trials while their audio was recorded and analyzed. Three different audio descriptors were extracted from each audio in order to evaluate the quality of the performance: Dynamic stability, pitch stability and aperiodicity. Beginners showed a significant improvement during the session(i.e. by comparing the beginning and the end of the session)in the quality of the sound recorded, while experts maintained their results. However, only the beginner group with feedback showed significant improvement between the middle and late part of the session, while the group without feedback remained stable.","PeriodicalId":441030,"journal":{"name":"Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129825299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Angle discrimination by walking in children 孩子走路时的角度辨别

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139516

L. Cuturi, G. Cappagli, M. Gori

引用次数: 1

Differences of online learning behaviors and eye-movement between students having different personality traits 不同人格特质学生网络学习行为和眼动的差异

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139527

Bo Sun, Song Lai, Congcong Xu, Rong Xiao, Yungang Wei, Yongkang Xiao

{"title":"Differences of online learning behaviors and eye-movement between students having different personality traits","authors":"Bo Sun, Song Lai, Congcong Xu, Rong Xiao, Yungang Wei, Yongkang Xiao","doi":"10.1145/3139513.3139527","DOIUrl":"https://doi.org/10.1145/3139513.3139527","url":null,"abstract":"The information technologies are integrated into education so that mass data is available reflecting each action of students in online environments. Numerous studies have exploited these data to do the learning analytics.In this paper, we aim at achieving the show of personalized indicators for students per personality trait on the learning analytics dashboard (LAD) and present the preliminary results. First, we employ learning behavior engagement (LBE) to describe students' learning behaviors, exploited to analyze the significant differences among students having different personality traits. In experiments, fifteen behavioral indicators are tested. The experimental results show that there are significant differences about some behavioral indicators among personality traits. Second, some of these behavioral indicators are presented on the LAD and distributed in each area of interest (AOI). Hence, students can visualize their behavioral data that they care about in AOIs anytime in the learning process. Through the analysis of eye-movement including the fixation duration, fixation count, heat map and track map, we have found that there are significant differences about some visual indicators in AOIs. This is partly consistent with the results of behavioral indicators.","PeriodicalId":441030,"journal":{"name":"Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116050540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education 第一届ACM SIGCHI教育多模式互动国际研讨会论文集

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513

G. Volpe, M. Gori, N. Bianchi-Berthouze, G. Baud-Bovy, Paolo Alborno, Erica Volta

引用次数: 1

A multimodal LEGO®-based learning activity mixing musical notation and computer programming 一个多模态乐高®为基础的学习活动，混合音乐符号和计算机编程

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139519

L. A. Ludovico, D. Malchiodi, L. Zecca

引用次数: 5

What cognitive and affective states should technology monitor to support learning? 技术应该监测哪些认知和情感状态来支持学习?

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139522

Temitayo A. Olugbade, L. Cuturi, G. Cappagli, Erica Volta, Paolo Alborno, Joseph W. Newbold, N. Bianchi-Berthouze, G. Baud-Bovy, G. Volpe, M. Gori

引用次数: 6

Predicting student engagement in classrooms using facial behavioral cues 利用面部行为线索预测学生课堂参与度

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139514

Chinchu Thomas, D. Jayagopi

引用次数: 74

Bowing modeling for violin students assistance 琴弓造型对小提琴学生的帮助

Proceedings of the 1st ACM SIGCHI International Workshop on Multimodal Interaction for Education Pub Date : 2017-11-13 DOI: 10.1145/3139513.3139525

F. Ortega, Sergio I. Giraldo, R. Ramírez

引用次数: 1